
LB 

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LIBRARY OF CONGRESS. 



UNITED STATES OF AaiERICA. 



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Co\vv^l>icc vy.\sr^Y^\^^-'^^^^^^'^^ ^*'le^ 



EDUCATIONAL MONOGRAPHS 



PUBLISHED BY THE 



New York Colleg-e for theTraining of Teachers 



NICHOLAS MURRAY BUTLER, EDITOR. 



Vol. II. No. 3. 



Entered at the Post Office at New York I "\S7"tt,->t -c. "M^ Q 

City as second class matter. f WHOLE JN O. i). 



Xhe X^aining of Jeachers 



IN 



Austria 



BY 



^. HANNAK, Ph.D. 

Director of the Pddagogiwn at Vienna. 



MAY, 1889. 



New York: 9 University Place. 
London: Thomas Laurie, ?8 Paternoster Row. 




ISBUED Bl-MONTHLT] 



[$1.00 PEH AlfNUM 



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Copyright, 1889, 
College fok the Tbaining or Teacheks. 



Enteivd at Stf tioners' Hall. 



EDITOR'S PREFACE. 



It is a pleasure to be able to place before American and 
English teachers so clear and concise an account of the 
training of teachers in a foreign country as Dr. Hannakhas 
kindly consented to prepare for the Educational Mono- 
graph series. In the United States the provision made 
for the training of teachers is insufficient and lamentably 
defective. Our colleges are in large measure to blame for 
this state of affairs, for they have almost uniformly neg- 
lected to recognize pedagogics as worthy of a place in the 
curriculum and so have contributed to the spread of the 
utterly false notion that any one who possesses a fair 
knowledge of subject matter is competent to teach it, par- 
ticularly to young children. Even Hrabanus Maurus with 
his scienticc plenitiidineni et vitoe 7'ectitjidineiii et eniditionis 
perfecHonem, had a higher ideal than this. Added to this 
is the fact that the majority of our normal schools, both 
public and private, have made pretentions far beyond 
the knowlege and ability of those engaged in them to 
support. The result has been a very low standard of profes- 
sional efficiency and a correspondingly low tone in educa- 
tional thought and educational journalism. Recently more 
encouraging signs have appeared and earnest men and 
women. East and West, are determined that improvement 
and development must take place. Even to-day this 
movement is gathering force and will eventually sweep 
from its track the lingering products of ignorance and big- 
otry. Dr. Hannak's paper is offered as a contribution to 
the literature of this movement. 

It has been translated from the German by Edgar D. 
Shimer, Ph. D., Assistant in Pedagogy in the University of 
the City of New York, and the Translator's Introduction 
adds very materially to the value of Dr. Hannak's paper 
for American readers. 



TRANSLATOR'S INTRODUCTION. 



Dr. Hannak's masterly presentation of the nature, the 
necessity and the conditions of professional training for 
public school teachers in Austria is peculiarly pertinent to 
the vexed question of discriminating and synthetizing the 
various plans of pedagogic training now in vogue in the 
United States. Wide comment on the argument and the 
statement of facts is altogether unnecessary on the part of 
the translator, the one being logical and cogent, the other 
clearly detailed in close sequence. He has therefore 
chosen simply to collate a few relevant facts the need 
of which thrust itself upon his attention, and to reveal 
some of the reflections indulged in doing the work of 
translating, in the hope that better thoughts may be sug- 
gested or contrary opinions provoked, to the discernment 
and establishment of truth that shall redound to the well- 
being of public school teachers in all lands. 

Pedagogically we are in process of evolution, therefore 
it behooves us to consider carefully the conditions of our 
own growth and the factors both internal and external 
necessary to produce a sufficient supply of fully equipped 
and well-trained teachers for public school work. Argu- 
ment is no longer necessary to establish the truth that if 
it is the duty of the state to educate its children it is 
equally incumbent on it to provide means for the adequate 
training of the teachers selected to carry out the plans pre- 
scribed for the development of citizens. As the state sows, 
so will it also reap. The tendency has been toward large 
appropriations for our public normal schools. Still the 
demand for trained teachers has been so pressing that pri- 
vate institutions have in large measure undertaken the 
work. Of the 263 normal schools now in existence, 132 
are under private auspices with about 23,000 students an 



Tra^islatoT" s I)itroduction. 5 

nually enrolled and 1300 annual graduates. The 131 public 
normal schools register 32,000 students and graduate about 
3000 annually. Nearly all of the states report normal 
schools as separate institutions or as departments of uni- 
versities or colleges. It is agreeable to note that the West 
keeps equal pace with the East in this matter and that 
within a recent period normal schools have multiplied rap- 
idly in the South. City normal schools exist in most of 
the large cities, all of which differ in organization and con- 
duct according to the varying conditions. Some are 
strictly professional ; others combine academic and profes- 
sional courses. There is great difference of opinion as to 
the proper choice. 

In 1852 the Boston Normal School was organized on the 
former plan. After a time certain high school studies were 
introduced and in less than fifteen years the professional 
training became secondary. In 1872 the school was re- 
organized on a strictly professional plan and this action 
was approved by men like Harrington, Kiddle, Harris, 
Philbrick and others. In 1876 Superintendent Philbrick 
succeeded in completing an organization which provided 
professional training in theory and practice for candidates 
who had completed a high-school course. By connecting 
with his normal school a large grammar school for boys 
and a mixed primary school he gained opportunity for giv- 
ing actual work in the schoolroom as a part of the pupil 
teacher's course. 

The St. Louis Normal School also became strictly pro- 
fessional in 1880 and is provided in like manner with a 
school of observation and practice. 

In the New York and Philadelphia Normal Schools 
academic and special training are pursued, inasmuch as 
these cities have no high schools for girls. Superin- 
tendent Philbrick's observation in his annual report of 1876 
shows this great educator's power of foresight. He said 
"In the New York and Philadelphia schools where the 



6 Translator s Introduction. 

general education and the special training are carried on 
simultaneously we observe the gradual evolution of the 
distinctively professional department, composed of the 
post-graduate pupils. As soon as such a department is 
clearly differentiated as is the case with the normal de- 
partment of the San Francisco school, it only remains to 
place this department under a competent master wholly 
devoted to its management and training, and we have the 
realization of the ideal type of the normal school." 

Wherever academic training is entered upon in normal 
schools, pupils are admitted at fourteen years of age though 
their special training does not begin until two years later, 
the course being from two to four years in length. In the 
other class of schools women are not admitted until six- 
teen, nor men until seventeen years of age, the course 
extending from one to two years. Supterintendent An- 
drew S. Draper of New York State is of the opinion that 
less time should be* spent with foundation work, that no 
pupil should be received unless fairly educated and that 
larger results might be accomplished by confining the 
work to special training in methods and practice. 

This running outline of a few main points concerning 
our normal schools may serve to throw side light upon the 
detailed statement of facts by Hannak regarding the train- 
ing of teachers in Austria in general and in his admirably 
planned Pddagogiiim in particular. 

The teachers' Seminaries in Germany spoken of by Dr. 
Hannak require all candidates to make special preparation 
for admission. In Prussia pupils are admitted at seventeen 
and not above twenty-four. The first year is devoted to 
bringing the students into intellectual harmony, no prac- 
tice being allowed in the annexed schools. The second 
class pursues the regular schedule and enters upon prac- 
tice work. Both these classes spend twenty-four hours 
weekly in their own lessons. The third class studies four- 
teen hours a week and each member must spend not less 



Translatoj-'s Introduction. 7 

than six nor more than ten hours a week in practice work 
covering all the studies of their schedule. At the end of 
this course the student who passes the examination re- 
ceives a provisional certificate. From two to five years 
later upon a second examination he may receive a full 
certificate. 

In Saxony candidates are admitted directly from the 
public schools at fourteen years of age, but the first three 
years' course covers the preparatory course required in 
Prussia for admission to the seminary. 

Dr. Hannak, it will be noticed, lays great stress upon 
post-graduate work and insists upon further self-develop- 
ment on the part of the teacher. How this can be accom- 
plished by the teacher who is at the same time engaged in 
actual teaching, is lucidly set forth. The distinct claim is 
made that the Pddagogiimi is an institution unique of its 
kind, differing widely from the training colleges attached 
to the universities of Germany. Dr. Stoy, late the lec- 
turing professor and principal of the Training College at 
the University of Jena, insisted that reform of schools is 
impossible without a reform of the training system for 
teachers. Under his influence the government in 1876 
re-organized this training college according to Dr. Stoy's 
plan, in which there is evident recognition of the impor- 
tance of preventing any further breach between the teach- 
ers of the lower and the higher schools, a state of affairs 
so lamentable in Great Britain, but which is likely to be 
healed over when training colleges are affiliated to the 
universities as they have been in Germany. It may be 
profitable to compare the following courses, by Dr. Stoy, 
with the outline given by Dr. Hannak. 

"First Course, — Principles and theory: (i) In order 
to avoid and prevent all mechanical cramming and super- 
ficial varnish in the place of a thorough education, the 
training college student has to work his way through the 
whole system of philosophic pedagogics. Thus he be- 



8 Translator s Introduction. 

comes acquainted with the leading ideas and aims for 
teaching work, discipline and health. (2) He has to study 
psychology to enable him to find the proper ways and 
means of dealing with his pupils. (3) In order to find ex- 
amples and models for his vocation he also studies the 
history of education. 

"Second Course. — Practical training: (i) The practi- 
cal application of theory consists in the training college 
student's learning how to control himself in his didactic 
intercourse with the pupils. (2) For this purpose a com- 
plete school of several classes or forms must be attached 
to the training college. (3) Every student is directed and 
guided in his teaching work in one special form and later 
on in all the forms and all the branches gradually. (4) 
Every student works out a plan or programme for every 
lesson he is going to give and hands it over to the 
principal for approval. (5) During the class work other 
students and the principal himself are present. (6) The 
teaching work done in the classes is thoroughly criticised 
in special conferences by the principal and others who 
have attended. (7) In this manner every student is taught 
how to criticise not only others, but himself as well and 
thus he turns theory into siicciun et s anguinem." 

If we reflect that the teacher's seminaries in Germany 
are directed by men thus specially trained it becomes 
obvious that Dr. Stoy's systematic course is extended even 
to the lower schools. 

But there can be no question that all civilized communi- 
ties are reaching the conclusion that teachers of every 
grade should have every privilege of attaining high scho- 
lastic attainments and also the proper recognition, in the 
bestowal of degrees, from a certifying power able to make 
the title teacher a significant and worthy endowment and 
one not to be too easily obtained. 

To those readers of this monograph that are familiar 
with the German language it would doubtless be interest- 



Translator s Introduction. 9 

ing to look at the school statistics for Austria contained 
in the ''OesterreicJiische Statistik" or the ''Statistik der Un- 
terrichts-Anstalteu!' The public elementary and Burgh- 
er schools, — the latter supported by corporate districts 
and not by the state at large, — number almost sixteen 
thousand with about fifty thousand teachers and two and a 
half million pupils. In seven thousand schools German 
is the language of instruction, in four thousand Czech- 
Slavonian, in fifteen hundred Ruthenian, in one thousand 
Polish, in the rest Italian, Slavonian, Servo-Croatian, 
Roumanian and Magyar, and in about five hundred the 
languages are mixed. These figures are significant. 

There are in Vienna seventy public elementary schools 
for boys, seventy-two for girls, and twenty-four for both 
sexes. The attendance was seventy-five thousand in round 
numbers. It is notable that of the 1530 teachers 1059 are 
males. 

The new Austrian school law referred to, took effect 
May 2, 1883 after a debate occupying thirteen animated 
sessions of the Reichsrath. The contest was over two 
articles, the one lessening the period of obligatory attend- 
ance and the other making public school offices open to all 
citizens who have obtained proper legal qualifications. It 
prescribes that only those teachers may be selected as 
principals who have also obtained a qualification to give 
religious instruction in the denominations to which the 
majority of the scholars of the schools of which they are 
to have charge belong, taking the average of the previous 
five years. In estimating this average scholars of the 
different evangelical creeds shall be regarded as belonging 
to one denomination. 

This article was stubbornly fought by the Liberals and 
the anti-clerical press. It was passed in the upper house 
by a majority of three. The edition of the Freie Pdda- 
gogische Blatter for May 5, 1883 was confiscated by the 
government authorities because it contained an article re- 
flecting on the new law. 



lO Translator s Introduction. 

According to the census of 1880 the Roman Catholics 
formed 91.35 per cent, of the total population, the Jews 4.54, 
the Greek orientals 2.23, the Evangelicals 1.81, and other 
confessions .07 per cent. 

The foregoing different facts and opinions have been 
furnished merely as a partial reflex of the translator's mind 
whilst engaged in studying and discussing with others the 
various points of interest in this MONOGRAPH. 

This beautiful gem of pedagogical description by Dr. 
Hannak is certainly worthy of a richer setting than the 
translator is able to give. It should be viewed in the full 
light of the history of pedagogy. To present completely 
the status of professional training in foreign countries alone 
would transcend the limits of this introduction, as it would 
the power of the translator. What he has written, he has 
written under the strong impulse of a fond hope that in 
every large city of his native land, there may yet be found 
a Hannak and a Pddagogiiim to stir the honest pride of 
our elementary teachers and inspire them with renewed 
zeal for self-development and a more complete consecra- 
tion to the holy work of training a child. 



The Training of Teachers in Austria. 



The profession of teaching perhaps more than any other, 
requires for its pursuit proper and adequate training. The 
teacher transmits the culture of the present to the genera- 
tions of the future. As this culture is conceived as con- 
stantly widening and deepening, its transmitter must keep 
pace with it if he would be worthy of his high calling. A 
proper training for teachers in higher institutions is so well 
provided for at present, that they may safely be passed by 
without consideration. In the first place, their preparation 
is thorough, since it is only after the completion of the 
entire course of eight years at a Gymnasium — or of seven 
years at the Ober-RealscJuile — that a student can, at about 
eighteen years of age, enter the University or the Techni- 
cal School and there devote four or five years more to 
mastering the subject of his choice. This training may be 
made both special and very complete, since it is usual in 
the higher institutions of learning to assign to special 
teachers related groups of subjects. Moreover the Seniina- 
ria for philology, history and allied topics, and the physical 
and chemical institutes, exist at all Universities to foster 
the special talents of their members. At the compara- 
tively mature age of twenty-three — sometimes twenty-five 
— the candidate enters the schools and undertakes instruc- 
tion for the first time. For the first year he is on trial and 
under the supervision both of a special teacher and of the 
director,of the school who acquaint him with school meth- 



12 The Training of Teachers in Austria. 

ods and discipline. Only after satisfactorily completing 
this year of probation, is the candidate given a permanent 
appointment. Any further training is left to experience. 
Confined to a single subject, or group of allied sub- 
jects, proficiency is gained rapidly. Marked assistance is 
afforded by the funds which all of the Real Schools, Gym- 
nasia and higher special schools have for the purpose of 
purchasing the more expensive books of reference in the 
various departments of instruction and the newly devised 
appliances and apparatus for demonstration and instruc- 
tion. There are also societies formed by the teachers of 
the higher or intermediate^ schools, and their members 
sensibly stimulate and instruct each other by the discus- 
sion of practical educational topics and also by discourses 
and essays which are frequently published. Then too the 
Gymnasia and Real Schools publish annual reports or 
programmes in which are contained, besides information 
concerning the work and development of the institution, 
one or two scientific discussions on pedagogic subjects by 
members of the faculty. Since all the professors are in 
turn called upon to assist in the preparation of this pro- 
gramme, it acts as a spur to keep each one doing some 
original work in his own department, the result of which 
is to be promulgated when his turn comes to edit the 
annual publication. 

Finally, the government supports two journals — the 
ZeitscJirift filr das Gytnnasialwasen and the Realschtile — 
in which original papers, official orders and documents, 
reviews of new books, and the discussions of questions of 
didactics find a place. In 1887 the societies of teachers 
just referred to, established a journal of their own — Mit- 
theilungen der Mittelschtile — which is growing rapidly in 
favor. 

For the teachers in elementarv schools, however, no 



1 In Austria the Gymnasia and Real Schools are known as Intermediate Schools. 



TJiC Training of Teachers in Austria. 13 

such favorable conditions prevail as for training teachers 
for advanced work. 2 

Candidates for elementary school work come at about 
fifteen years of age, with a very meagre preparation — ob- 
tained either in the lower classes of the Gymnasia or Real 
Schools, or in the Burger Schools, which are merely the 
higher classes of an elementary school with more efficient 
instruction — to the Training Schools, where for four years 
they receive both theoretical and practical preparation for 
the« life-work. When we consider that these students 
must be instructed in numerous and varied subjects, and 
that they must be led to an apprenticeship in teaching by . 
model and practice lessons and by criticisms on their at- 
tempts, it must be confessed that neither the time at our 
command nor the acquirements of the students themselves 
are sufficient to give them the thorough and substantial 
training that we desire. And this is so despite the fact that 
such training is not less necessary for elementary than for 
higher teachers — in point of fact, it is even more necessary 
for the former. It is in contact with the elementary school 
that the great masses of the population come, and it is 
from the elementary school teacher that the majority must 
get the only instruction they will ever receive. Under the 
circumstances it would seem that we are justified in de- 
manding of public opinion and of the government that the 
elementary teachers shall have further opportunities for 
improvement presented to them, especially since their 
work begins at the early and immature age of twenty. 
Indeed, in Austria a movement has already been begun, 
and some legislation secured, for the purpose of providing 
a more complete and symmetrical training for the elemen- 
tary teachers. 

As one means of compelling the younger teachers to 
improve themselves a system of examinations has been 



2 Whatever is said of elementary school-masters is true also of elementary school-mis- 
tresses. Their privileges and duties are the same. 



14 The Training of Teachers in Austria. 

devised. After completing the course at the Training 
School and after passing the preliminary examination 
which admits the candidate to his profession, he must 
work at least two years in a public school before he is 
admitted to the examination which determines his fitness 
for general teaching. This examination is held by a spe- 
cial commission appointed for the purpose. By them he 
is examined on the best methods of teaching the subjects 
prescribed for the elementary schools, on the subject- 
matter of the curriculum itself, and on the regul-ations 
concerning school organization and discipline. For the 
teacher who is content to remain always in the elementary 
schools no examination beyond this is necessary. The 
majority, however, desire to secure appointments in Burger 
or secondary schools, and for eligibility to these a further 
examination is prescribed. For this three groups of sub- 
jects are offered — the philological and historical, the sci- 
entific, and the mathematical and technical groups — and 
of these the candidate must choose one. He must prove 
to the satisfaction of his examiners that he possesses the 
knowledge of the subjects in the group chosen by him, 
necessary to enable him to teach them in the Burger 
Schools, and must also be able to show that he is well 
posted on technical pedagogic questions. In fact he must 
have a good knowledge not only of pedagogy and its 
history, especially since the sixteenth century, but also of 
psychology and logic. If the examination for an elemen- 
tary school certificate seems more practical than this, it 
must be admitted that this is of a more scientific charac- 
ter, while it by no means overlooks questions of method. 

These examinations make it plain whether or not the 
teacher can give evidence of possessing any culture ; but 
of the value and nature of this culture, and as to whether 
it has been gained at the Training School or by private 
study, the examinations can say nothing. It may fairly 
be said, however, that the knowledge gained at the Train- 



TJie Training of TcacJiers in Austria. 15 

ing School is quite sufficient to enable one to pass the 
examinations to teach in the elementary schools ; but that 
of the teacher in the Burger Schools demands are made 
far in excess of anything that the curriculum of the Train- 
ing Colleges can satisfy. But many inducements exist, 
and some of them have found a place in the law, which 
attract the teachers to move forward in their profession 
and not remain content with what they have been taught 
at the Training School. 

Uaiquestionably, for the teacher, as for members of any 
other profession, the reading of scientific and special works 
which bear directly on his specialty are an excellent means 
of improvement. As the recompense of the teacher is 
not sufficient to enable him to purchase for his private 
collection the numerous books, old and new, relating to 
public school teaching, a district library is provided for 
each school district.^ 

Still the funds allotted for this purpose are not sufficient 
to purchase all the books that are necessary; and often the 
distance of many of the teachers from the library is too 
great and the mode of administration too complicated to 
produce the best results. 

A further means of self-improvement is afforded by the 
various conferences. Nearly a century ago, in the reign 
of Emperor Leopold II. (1790-1792), such conferences were 
planned ; but it was not until the year 1848 that they were 
really in existence, and they were definitely organized by 
the new public school law of 1869. 

There are both official conferences prescribed by law, 
and also such teachers' institutes as take place by the 
voluntary gathering together of the teachers. The official 
conferences comprise local, district, and provincial confer- 
ences of teachers. The local conferences take place in 
every school where a number of teachers are employed. 



3 The Austrian crown lands are divided for public school purposes, into school dis- 
tricts corresponding to poUtical divisions. 



1 6 The Training of Teachers in Austria. 

and, as a rule, they are held every month. The district 
conferences of the teachers are called together at least 
once each year by the district school board, and all the 
teachers of the district must appear at them. The provin- 
cial conference of teachers is called by the provincial 
school board, and delegates are sent to it from all the 
districts of .the province. At these conferences the exter- 
nal and internal relations of the schools are discussed. 
Yet since at the district and the provincial conferences the 
wishes of the school officers receive great consideration, 
the strictly pedagogic and didactic subjects do not always 
occupy a prominent place on the programme. 

There are, however, quite independently of the influence 
of the government, teachers' assemblies held which in- 
clude either the teachers of a district, or of an entire 
province, or sometimes several provinces. As a rule, the 
societies of teachers manage these gatherings. In them 
there is a freer expression of opinion than in the official 
conferences. In the decade between 1870 and 1880 the 
conferences of all the teachers of the empire were adding 
very materially to the full discussion of school matters. 
Since the feeling between the two nationalities has become 
so intense in Austria, these gatherings have limited them- 
selves to German teachers, and are therefore generally 
called "German Teachers' Gatherings." 

The same means which the conferences of teachers offer 
for the training of teachers the teachers' societies, already 
mentioned, also guarantee. Their number has increased 
steadily since the entrance of constitutional life into Aus- 
tria. One of the oldest is the society called VolksscJndc, 
in Vienna ; the Pddagogische Gesellschaft in Vienna, is 
distinguishing itself by its important publications. In such 
unions, which hold their sessions frequently during the 
year, scientific discourses are delivered, pedagogic and 
didactic questions are discussed, books and means of in- 
struction are reviewed, and sometimes newly invented 



The Training of Teachers in Austria. 17 

apparatus and materials for object-lessons are exhibited. 
If too frequent and too great stress is laid upon the mere 
care of special interests in these societies, they lose the 
value which they would otherwise possess for the improve- 
ment of their members. 

One important aspect of the teachers* training is the art 
of instruction. We do not call pedagogy an art without 
reason, since for instruction as well as for education a 
certain finish and skill in the application of theory is 
requisite. This art is not to be learned from books and 
lectures, but through the living example. Therefore, we 
emphasize as an important means of education and train- 
ing, the observation of the teaching of other persons, or 
the visitation of good schools. In this respect there is 
little opportunity offered to the Austrian teacher after he 
has entered upon the practice of his profession. Only by 
travel, undertaken at his own expense, can he succeed in 
observing many other teachers at their work. There is an 
exception in Vienna where the young teacher is appointed 
as assistant to the head-master, and as such occasionally 
attends his lessons. 

Finally, among the plans for training teachers there is 
to be mentioned the Biirger-School Teachers' Course, 
which was called into existence by the Imperial Depart- 
ment of Public Instruction in the year 1886. Since the 
aim of the institutions for the training of teachers was 
lowered, especially by the innovation in the school law of 
the year 1883, the preparation at these institutions is not 
sufficient for candidates for positions in Burger (Secondary) 
Schools. Therefore, in most Teachers' Training Schools, 
courses were established in which the teachers who desire 
to qualify themselves for the Burger Schools can receive 
an adequate training. These are evening courses which in 
ten weeks' instruction each year, have to teach, first of all, 
what the candidate requires in one group of studies, in 
order to pass the examination appointed for Biiurger School 



1 8 The Training of Teachers in Austria. 

certificate. Theoretical instruction stands in the fore- 
ground ; only so far as practicable and as a secondary 
matter, are practice lessons also given in these schools. 

From the shortness of the time devoted to these courses, 
it is natural, though not justifiable, to conclude that these 
are cramming schools for the Burger School Teachers' 
examinati;ons. 

Over against these official and non-official arrangements 
for the training of teachers, which pay especial regard to 
one or the other side of the teachers' profession, the great 
city of Vienna possesses in the Pddagogium, an institution, 
which seeks to pay attention to every side of the teachers' 
training. This is an institution, unique of its kind, not only 
in Austria, but perhaps in the whole of Europe. It is true 
there are pedagogic seminaries at the universities in Ger- 
many ; these are intended, however, for the students of 
the university, therefore, primarily, for candidates for the 
higher positions, and only in special cases can the public 
school teachers seek and find their training there. An 
institution organized exclusively with regard to the needs 
of the public school teachers and exclusively intended for 
their training does not exist outside of Vienna. 

Owing to the peculiar nature of this institution a closer 
description will be of interest. When by the adoption of 
the constitution in the year i86i public life in Austria re- 
ceived new dignity,- men thought also of promoting public 
school affairs, which since the time of the French wars had 
made np substantial progress. Especially did the repre- 
sentatives of the city of Vienna concern themselves with 
the promotion of their public school interests. Convinced 
that the well-being of the public schools depends upon the 
culture of the teachers, they had in view as early as 1864, 
the establishment of a teachers' seminary. In 1866 this 
plan was again taken up, but so altered that not a teach- 
ers' seminary, but a Training School for Teachers was to 
be established. After protracted negotiations with the 



77^1? Training of Teachers in Austria. 19 

government, its consent to this establishment was obtained 
and Dr. Frederick Dittes, director of the Gotha Seminary 
was called to undertake its organization. The institution 
organized by him received the name Pddagogium, and 
was opened in the autumn of 1868. The course comprised 
three years in which, besides the theoretical instruction of 
the students, their practical ability as teachers in the 
practice school was also given consideration. In general, 
the prsn of the German Seminary was taken as a model. 
Still, at the Pddagogium there was no manner of compul- 
sory attendance ; each participant could follow the whole 
series of lectures and practice exercises, or he could elect 
to attend only single lectures. Moreover, since teachers 
already having had experience visited the Training School, 
the aim of the instruction was set higher than is the case 
in the German teachers' seminaries. The Pddagogium 
soon won for itself a reputation reaching far beyond the 
boundaries of Austria, and was frequently sought by teach- 
ers from south-eastern Europe. 

In the year 1874 the organization of the Austrian Teach- 
ers' Training Schools followed. They were planned after 
the manner of the German seminaries. By this step the 
culture of the teaching profession was materially raised. 
Previously the Teachers' Training School embraced only 
a two years' course ; since 1874, a four years' course. The 
candidates prepared at these schools have come away 
with fuller knowledge, clearer insight, and greater skill 
in school methods. The Pddagogium had to consider this 
changed state of affairs. It had placed before it, there- 
fore, the necessity of reorganization in order to meet the 
wants of the more cultivated teachers now visiting it. 
This reorganization took place in 1881. As Dr. Dittes had 
resigned. Dr. Emil Hannak, director of the seminary 
established at Wr.-Neustadt, and previously engaged un- 
der Dr. Dittes at the Pddagogium, was called to the head 
of the institution and entrusted with the management of 



20 The Training of Teachers in Austria. 

the same. The reorganization took place with the coope- 
ration of a commission from the common council of the 
city of Vienna. 

The first point to be kept in mind was that the training 
of the teachers should follow two directions ; on the one 
hand, the teacher should improve himself in his profession, 
therefore, he must complete and round out his knowledge 
in that department in which he is engaged in teaching ; on 
the other hand, he should extend the foundations of his 
general training received at the Teachers' Training School. 
This first extension of his training will increase his effi- 
ciency in the school, but the second will assist greatly in 
his self-development, inasmuch as it extends his horizon, 
furnishes his mind, ennobles his nature, and forms his 
character. In consequence, it elevates his social standing 
and thus tends to increase his efficiency in ofifice, since the 
more highly cultivated teacher enters upon his responsible 
undertaking at all events with more understanding and 
tact than the less cultivated. 

Since the Pddagogimn drew its attendants from the 
teachers who had been prepared in the Teachers' Training 
Schools, the plan of instruction had to be so arranged as 
to bring it into intimate union with that of these Schools, 
and to complete or extend the latter wherever gaps had 
been left, or where the need for completion or extension 
was felt. In order to have due regard to every side of the 
needed training, the practical development had to be 
separated from the theoretical. And because the aim of 
the instruction in one or the other direction could not be 
lowered but had to be considerably raised, it appeared to 
be necessary to increase the time for training. Therefore, 
two years were appointed for the course in methodology 
and likewise two years for the scientific course. As far 
as the organization of the course in methodology is con- 
cerned, besides logic, the principles of instruction, psy- 
chology and the principles of education, there are taught 



The Training of Teachers in Austria. 21 

general didactics and special methods in all the prescribed 
school subjects with the exception of religion. It is self- 
evident that these subjects can be taught with greater 
compass and penetration than is the case at the Training 
Schools, since, on the one hand, the culture and the matu- 
rity of the students is greater and there is also a much 
greater time allowed for the instruction. At least one 
hour per week for the whole year is allotted to each sub- 
ject. Only singing, turning and sewing are restricted to 
one hour a week for a term. Moreover, the methods in 
language, in mathematics, and in drawing are divided into 
two courses of a year each. The first course treats of pure 
method, the second gives the general didactics in so far 
as it is dependent on the matter to be taught. 

Besides the theoretical instruction in methodology, prac- 
tice in teaching enters to explain and complete it. On 
account of the value which the observation of another's 
power to teach has for self-improvement, one hour weekly 
for visitation was designated in every annual course. The 
students have, therefore, the opportunity of learning to 
know sixteen different teachers and of observing how they 
treat the different subjects in the different grades. Here- 
by they gather material for their own practice, the value 
of which is certainly not to be underrated. Then follow- 
ing these hours of visitation come the trial lessons of the 
students themselves. These too are of no slight value. 
The established teacher is engaged in his own school in 
only one class, perhaps most frequently in the elementary 
class. He has therefore no opportunity to gain experience 
in teaching in higher classes. The practice at the Pdda- 
gogium opens up to him this possibility, and no one has 
yet denied that practice in any form of activity increases 
the quality of the work done in that form of activity. But 
these trial lessons are also of value to the other students 
in attendance. The teachers come from different institu- 
tions and brinsr with them varied methods of instruction. 



22 The Training of Teachers in Austria. 

Those who attend the practice lessons learn to know 
of these different ways of treating single subjects and 
thus have still more material which they can, with some 
thought, work into their own practice. If we count thirty- 
five trial and thirty-five model lessons, those students who 
regularly visit the Pddagogium have, not to mention the 
hours of visitation and instruction spent at the Teachers' 
Training Schools, about one hundred and forty lesson- 
pictures before them from which they may gain a thorough 
insight into the art and method of the instruction of 
different subjects in the different grades. 

At the model and trial lessons it is evident that a dis- 
cussion must follow which shall first set forth the peda- 
gogic principles which the teachers in the practice school 
have followed in the model lessons ; and then furnish a 
criticism of the practice by the colleagues of the practising 
teachers and such other students as were present at the 
practice. 

After the schedule of the course in methodology was 
determined upon, the question arose as to the faculty that 
should undertake the methodology of each subject. Since 
the theory of methodology should ' stand in the most inti- 
mate contact and the most active relation with practice, 
and moreover, since the division of labor elevates the 
quality of the work, one member of the corps of teachers 
of both practice schools was chosen for each single sub- 
ject. Theory and practice were in this manner brought 
into the best connection, and also each one of the teachers, 
since only a restricted sphere was laid out for his special 
study, could easily master it and easily grasp all the 
details that might come under his notice. The instruction 
proved also to be very interesting inasmuch as it could be 
interrupted by the exposition of separate parts and the 
mention of important or newly-appearing pedagogic and 
didactic books, and by the ensuing discussions. Although 
the training at the Pddagogium is to be its own end, yet 



TJie Training of Teachers in Austria. 23 

this methodical course as it is now organized can also 
serve this practical purpose, viz.: to make it much easier 
to pass the various examinations to test a teacher's fitness 
for the common schools. 

As for the scientific course, it is so arranged that each 
subject is completed in two years. The history of peda- 
gogy is placed exclusively in this course as a separate 
subject, because whatever in it is important for practical 
application appears in the course on methodology under 
the separate subjects treated. Two hours weekly are 
allowed each year for the history of pedagogy. In this 
time it is possible not only to give a view of the devel- 
opment of pedagogy, but also by the discussion of the 
development of culture in general to show the connection 
between the latter and pedagogy, and by the analysis of 
the more important pedagogic writings to arouse self- 
activity in the students, and to make possible an indepen- 
dent judgment of these works. And in addition to all 
this, substantial contributions are made by expositions 
contributed by the students, in which the results of the 
study of different important works in the history of peda- 
gogy are presented. 

In Language the history of German literature is treated 
in two parallel courses of three hours each, and in connec- 
tion therewith themes taken from the literature are worked 
up in writing ; and this again requires deeper original 
search into the more important works. 

In Geography, general and special geography are ex- 
haustively treated in two alternate courses of three hours 
weekly; and especially are mathematical and astronomical 
geography, which fail entirely in the Teachers' Training 
Schools, thoroughly canvassed. An observatory has been 
erected at the Pddagogium for the purpose of studying the 
heavens. 

In History it is for the first time possible in this institu- 
tion to discuss with adequate comprehension the practical 



24 The Training of Teachers in Austria. 

connection of events and the different directions of human 
culture. At the same time by direction to the sources 
and by independent reading and reference to individual 
original works, not only is the instruction enlivened, but 
also the self-activity of the students is aroused and their 
knowledge deepened. 

The instruction in Mathematics is so divided in the two 
courses that in the first course is treated the knowledge 
required to teach mechanics, logarithms and calculations 
connected therewith, quadratic equations of one or more 
unknown quantities and the higher equations based upon 
quadratics, the binomial theorem, variation, permutation 
and combination, and probabilities; also trigonometry, and 
pure geometry. This large amount of material necessitat- 
ed an increase in the number of hours to four weekly. 
There remained only two hours in the second course 
for stereometry, in which however trigonometry can be 
applied. 

Natural History in each year receives three hours week- 
ly. One year Zoology is taught with special emphasis to 
the somatology of man; the next year mineralogy is taken 
up with geology and botany. To this scientific course 
there is joined a practical one in which skeletonizing, 
stuffing, the preparation of animal and vegetable objects, 
and the determination of animals, plants and minerals are 
practised. 

Natural Philosophy treats in the first course chemistry 
in two hours. In the first semester mineralogy is studied; 
in the second, organic chemistry, and, under physics, the 
general and special properties of bodies, electricity and 
magnetism. In the second course physics with mechanics, 
optics and acoustics are limited to two hours weekly, and 
in chemistry analyses and tests are made by the students 
in the laboratory three hours weekly. 

Drawing is taught in two courses after the essential part 
of projection has already been passed over in the meth- 



The Training of Teachers in Austria. 25 

odological course. Besides the drawing of objects in 
perspective and in light and shade, and of heads from 
models, attention is given polychrome, the drawing of 
topographical plans and the representation of simple ob- 
jects in architectural and mechanical drawings. In addi- 
tion to this, two hours a week are devoted to form study 
consisting of modeling from ornaments, objects of nature 
and plastic charts. 

French, the only foreign language taught at the Pdd- 
agogiuni, occupies two courses of three hours. 

Besides these lectures, with which also practical exer- 
cises in the natural sciences, and written work in mathe- 
matics and the humanistic branches are connected, the 
Pddagogitini offers to its students a rich library of more 
than two thousand works, procured with regard to the 
teachers' needs for improvement, numerous means of 
instruction and observation, apparatus and instruments 
which are necessary and useful for the teacher, and by an 
endowment which produces about three hundred dollars 
yearly it is in position to obtain necessary supplies from 
the newest that appear. 

The Pddagogium is accordingly fitted as no other in- 
stitution is to attend to the training of teachers with all the 
known means for the different lines of work in which they 
should succeed. Lectures and discourses as well as the 
observation of model lessons and the exercise of trial 
lessons, pedagogic conferences as well as original written 
and practical exercises in science, offer to the students the 
opportunity to develop themselves both practically and 
theoretically. 

Therefore it is not to be viewed as a mere ofatio pro 
domo if the author, in a pedagogic publication issued in a 
part of the world far from his own home, calls the attention 
of the friends of the schools and of culture in general to 
this institution, and as opportunity offers makes prominent 



26 The Training of Teachers in Austria. 

the necessity for the improvement of teachers; inasmuch as 
the progress of the profession of teaching is one of the 
surest guarantees of the progress of mankind in general; 
and it is this latter progress which all thinking men have 
for their ideal. 



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EDUCATIONAL MONOGRAPHS 



FCBLIBHBD BY THE 



New York College for the Training of Teachers 



NICHOLAS MURRAY BUTLER, EDITOR. 



Vol. II. No. 3. | ^"'*'"'^itr"-«»"o^sl'?dr"'' \ Whole No. 9. 



Jhe Xraining ofXeachers 



IN 



y^USTRIA 



BY 

E. HANNAK, Ph.D. 

Director of the Pddagogium at Vienna. 



MAY, 1889. 



New York: 9 Univeesity Place. 
London: Thomas Laurie, 28 Paternoster Row. 

IstiCED Bi-Monthlt) [$1.00 Pbb AioruM 



^ 



EDUCATIONAL MONOGRAPHS 

Published under the auspices of the NEW YORK COLLEGE FOR THE 
TRAINING OF TEACHERS, and written by the foremost Educators and 
Public School Workers both in this country and abroad, furnish a series 
of papers to teachers on the Educational Questions of the Day. The papers 
are concise, clear and comprehensive, especial prominence being given to the 
Manual Training Movement. 

Six Monographs appear each year, and the subscription price is fixed at 
the extremely low price of $1.00 per annum. 

The following have already appeared : 

I. A Plea for the Training of the Hand, by D. C. Oilman, LL.D., Presi- 

dent of Johns Hopkins University. — Manual Training and the Public 
School, by H. H. Belfield, Ph.D., Director of the Chicago Manual 
Training School. 24 pp. 
" For the student or teacher who is making a study of manual training this first number 

of the Educational Monograph Series is the best possible introduction to the subject." 

— Science. 

II. Education in Bavaria, by Sib Philip Magnus, Director of the City 

and Guilds of London Institute. 

III. Physical and Industrial Training of Criminals, by De. H. D. Wet, 
of State Reformatory, Elmira, N. Y. 

IV. Mark Hopkins, Teacher, by Pbof. Levebett W. Spbino, of Williams 
College. 

V. Historical Aspects of Education, by Oscab Bbownino, M. A., of 

King's College, Cambridge. 

VI. The Slojd in the Service of the School, by De. Otto Salomon, 
Director of the Normal School at Naas, Sweden. 

VII. -VIII. Manual Training in Elementary Schools for Boys, by 

Pkof. a. Sluts, of the Normal School. Brussels. 
IX. The Training of Teachers in Austria, by Ds. E. Hannak, Director of 

the Pivdagogium at Vienna. 

The following are nearly ready : ' 
The Teaching of History, by De. Edwaed Channino, of Harvard Univer- 

Objections to Manual Training, by Col. Feancis W. Paekeb, of Cook 
Co. (111.), Normal School. 

Extent of the Manual Training Field, by Pbof. 0. M. Woodwabd, of 
Washington University, St. Louis. 

Graphic Methods in Teaching, by Chables Babnabd, Esq., of Chau- 
tauqua T. C. C. ^ ^ r, * T J 

Elerrentary Science in Schools, by Prof. W. Lant Cabpenteb, of London. 
The Jewish Theory of Education, by Pbof. Henet M. Leipzigeb, Direct- 
or of the Hebrew Technical Institute. 1 ' . -n J 
Domestic Science in the Schools, by Mrs. Emma P. EwiNO.^f Purdue 

University. „ . ,. ^^ '/• . »» 

The Science of Cooking as a Factor in Pubhc Education, by Mbs. 
Ellen H. Richabds, of Mass. Institute of Technology. 

f BS^^n" I^I?.?C^S^1!?^Pa^^ "^&S^^^^ 
JOHN E. BRADLEY, of MinneapoUs ; PKOF. RAY GREENE HURLINU, or J«ew ueaiora. 

"""^LeSs are also issued from time to time. ^^'^f^^'^^'^'^'^.^^.J^^f^l^tl^iZf 
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A two-years' Course leading to the degree of Bachelor 

of Pedagogy. 

Manual Training a Special Feature. 

Cmirses for Special Students in Drawing, Domestic 

Economy, Slojd, and the Kindergarten. 



=® 



Send for Circular of Information. 

ADDRESS, 

Registrar of the College for 

the Training of Teachers, 



9 University Place, New York City. 



CROSBY'S V ITALIZED PHOSPHITES 

From the Nerve-giYing Principles of the Ox^brain and 
the Embryo of the Wheat and Oat, 

For twenty years has been the standard remedy with 
physicians who best treat nervous and mental diseases. 

It aids in the bodily, and wonderfully in the mental, 
growth of children. There is nothing that so well de- 
velops the growth and regularity of the teeth and assures 
sound and wholesome teeth for after life. For the cure 
of nervousness and brain-fatigue, nervous dyspepsia and 
sleeplessness, it has been used and recommended by 
Bishop Potter, Bishop Stevens, President Mark Hopkins, 
Professor J. C. Draper, Sinclair Tousey, Bismarck, Glad- 
stone, and thousands of the world's best brain-workers 

It i!$ a Vital Phosphate and not a Laboratory Phosphate. 

58 f ■ 25tli St, N. Y. For sale liy Drnrols, or sent liy mail, $1. 

Prepared according to the directions of Prof. E. N. Horsford. 

Especially recommended for Dyspepsia, Nervousness, 

Exhaustion, Headache, Tired Brain, and all 

Diseases arising from Indigestion 

and Nerve Exhaustion. 

This is not a compounded "patent medicine," bnt a preparation of the phosphates 
and phosphoric acid in the form required by the system. 

It aids digestion without injury, and is a beneficial food and tonic for the brain and 
nerves. 

It makes a delicious drink with water and sugar only, and agrees with such stimulants 
as are necessary to take. 

De.icriptive pamphlet free. 

Rninforil Chemical Work;), Providence, R. I. 



BE\VARE OF SUBSTITUTES A.ND IMITATIONS. 

CAUTION.— Be sure the word " HORSFORD'S " is printed on the label. 
All others are spurious. Never sold in bulk. 



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